Departmental Organization and Management
- Maintenance and Operations Manuals
- Managing Facilities "Partners"
- Work Order Systems
- Building Use Scheduling Systems
- Managing Supplies
| Good Maintenance: A Win-Win Situation Russell Elementary School had its act together, and Jenny, the district's facilities manager, wanted to let everyone know it. "Principal Dalton, your school has worked very hard this year to conserve energy. According to reports I've received, you have a school-wide "turn-off-the-lights program," you insist on "energy saver" mode on all resting computers, and you maintain strict climate control on a year-round basis. Because your students and staff have done so much to conserve energy and protect the environment, I am pleased to issue your school a check for $2,000 out of the money you saved the district this year in utility bills. Please earmark the funds for student field trips and assemblies." What Jenny chose not to mention was that the school's utility bill had decreased by more than $6,000 that year for a variety of reasons, including considerable forethought on her part while planning a major renovation to the building. Still, the building staff had motivated the kids to do their part as well, and for that, they deserved the reward! |
| When planning preventive maintenance, decision-makers should consider how to most efficiently schedule the work-i.e., concurrently with academic breaks or other planned work. For example, preventive maintenance work such as boiler pipe replacements can be conducted while the boiler is out of commission for routine maintenance (such as when cleaning the scale and mud from inside the boiler or cleaning the manhole and handhold plates). Whereas emergency events demand immediate attention whenever they occur, preventive maintenance activities can be scheduled at a convenient time. Because a rigorous preventive maintenance system results in fewer emergency events, it tends to reduce disruptions to the school schedule. |
Focus on Energy Efficiency Direct Digital Controls (DDCs): DDCs are a state-of-the-art method of controlling temperature with sensors and computers. Thermostats are replaced by a sensor that transmits the current room temperature to a computer, which has been
programmed with a desired "target" temperature and signals the controller to raise or lower the room temperature as needed to reach the target. DDCs are not yet standard with most Energy Management Systems, but they can be purchased as an upgrade or retrofitted to existing systems. Two-Pipe and Four-Pipe HVAC Systems: HVAC water systems heat and cool buildings by transferring hot or cold water through a system of pipes. One method of moving the water through a building uses a " two-pipe" system, in which one pipe is used to supply the water to the point of use and the other is used to return the water to its source. Because only two pipes need to be installed, it is initially less expensive than a "four-pipe" system. The drawback is that chilled and hot water can't both be supplied at the same time. In other words, a building is either being heated or being cooled in its entirety at any given time. If, for example, the south face of a building heats up faster than the shaded north face, there is no way to heat one part of the building while another part is being cooled. In contrast, a four-pipe system (which is basically a dual two-pipe system) allows both chilled and hot water to be sent to different parts of a building at the same time. Because four-pipe systems minimize the need for unnecessary heating or cooling, they are recommended in all new building construction and renovation. Although they cost more to install, their operational savings will quickly recoup the costs and lead to substantial energy savings over a building's life. |
| Establish an energy policy with specific goals and objectives. |
| Assign someone to be responsible for the district's energy management program, and give this energy manager access to top-level administrators. |
| Monitor each building's energy use. |
| Conduct energy audits in all buildings to identify energy-inefficient units. |
| Institute performance contracting (i.e., contracts requiring desired results rather than simply a list of needed products) when replacing older, energy-inefficient equipment. |
| Reward schools that decrease their energy use. |
| Install energy-efficient equipment, including power factor correction units, electronic ballast, high-efficient lamps, night setbacks, and variable-speed drives for large motors and pumps. |
| Install motion detectors that turn lights on when a room is occupied (and off when the room is unoccupied). |
| nylon type 6.6 |
| face weight no greater than 20 ounces |
| 100 stitches per square inch |
| vinyl pre-coated as primary backing |
| close-cell vinyl cushion |
| permanently fused to tufting blanket |
| no moisture penetration after 10,000 impacts |
| no backing or seam degradation after 50,000 cycles from Phillips Chair Caster Test |
| factory-applied non-wet, low-VOC adhesive with no off-gassing (required) |
| permanent chemically welded seams |
| warranty non-prorated for 20 years against zippering, delamination, edge ravel, excessive surface wear, and loss of resiliency |
For more information about floor care, visit the National Clearinghouse for Educational Facilities' Floor Care Page at http://www.edfacilities.org/rl/floor_care.cfm, which provides list of links, books, and journal articles on the maintenance of a variety of floor coverings in K-12 school classrooms, gymnasiums, science labs, hallways and stairs.
| Shake floor mats in entryways |
| Vacuum daily |
| Apply spot remover as needed |
| Deep-clean prior to start of school year |
| Deep-clean during holiday break |
| Scrub-clean twice yearly |
| Shake floor mats in entryways |
| Dry-mop daily |
| Apply spot remover as needed |
| Wet-mop three times/week |
| Spray-burnish every other week |
| Strip and finish yearly |
Gym Floors - Gym floors are generally constructed with vinyl composition tile (VCT), one of several grades of maple flooring, sheet rubber, or other synthetic materials. Regardless, all floor types must be kept clean and properly maintained. VCT floors must be periodically stripped and re-waxed to ensure a safe surface. Wood floors require annual screening and resealing with a water-based sealant. They should also be sanded, re-marked, and resealed in their entirety every 10 years. Synthetic floors (including sheet rubber but excluding asbestos tile) require monthly cleaning and scrubbing with buffers. Heating, Ventilation, and Air Conditioning (HVAC) Systems - All schools require HVAC systems to control indoor climate if they are to provide an environment that is conducive to learning. In fact, oftentimes a district's ability to convene classes depends on acceptable climate control. If the air conditioning is broken on a 90ºF day or the heating system is malfunctioning on a 30ºF day, school gets canceled. Its as simple as that. Different regions of the country may place emphasis on different elements of the HVAC system, but the bottom line is the same: HVAC components must be maintained on a timely and routine basis. This preventive maintenance will ensure reliability, reduce operating costs, and increase the life expectancy of the equipment. Two effective ways to improve HVAC performance are through air balancing and water balancing. Air balancing ensures that the desired amount of air reaches each space in the building, as specified in the mechanical plans. Water balancing ensures that the flow of water from the chiller and boiler is in accordance with the mechanical plans. Water balancing is normally performed before air balancing. Balancing is usually conducted upon installation of new equipment and at 5- to 8-year intervals. Balancing should also be conducted when building space is substantially modified or room use is changed dramatically. For more information about HVAC systems, visit the National Clearinghouse for Educational Facilities' HVAC Page at http://www.edfacilities.org/rl/hvac.cfm, which provides list of links, books, and journal articles on HVAC systems, including geothermal heating systems, in school buildings. Hot Water Heaters - Hot water heaters in schools range in size from small 10-gallon heaters to the larger 100- to 300-gallon units. Preventive maintenance programs must be established for each hot water heater. At a minimum, maintenance should include inspection for failing safety devices and leaks (especially if fired by natural gas). Kitchens - Kitchens present special problems for school districts: not only must equipment be maintained properly to ensure reliability, but 1) a high state of cleanliness must be maintained in all food preparation areas; 2) the use of certain cleaning agents may be discouraged in food preparation areas; and 3) ovens and stoves pose special fire safety concerns. Floor surfaces are also of particular concern in kitchens since they must be easy to clean yet slip-resistant. Recommended floor surfaces for kitchens include terrazzo, vinyl composition tile (VCT), quarry tile, and sealed concrete. Kitchen equipment is a prime candidate for inclusion in a preventive maintenance program. Painting - Painting should be done on a regular schedule that is published well in advance of work dates to minimize inconvenience to building occupants. Painting needs will be determined largely by the type of surface, the type of paint applied previously, and surface use (e.g., a window pane may be expected to receive less wear than a chair rail). A wall constructed of concrete masonry units (CMU) and painted with a two-part epoxy can last 8 or 10 years whereas drywall will require painting every 5 or 6 years. Bathrooms, special education areas, and other high-traffic areas will require painting on a more frequent schedule. A durable, cleanable (i.e., able to be cleaned by the custodial staff with their standard tools), paint from a major manufacturer should be used for indoor areas. Water-based latex paints are a good choice because they are low in volatile organic compounds (VOCs) and do not produce noticeable odors. Surfaces must be properly prepared for painting, which may require the use of a primer to cover stains and discolored patches. Plumbing - Like other major building components, plumbing should be included in the preventive maintenance program. Sprinkler systems, water fountains, sump pumps, lift pumps, steam traps, expansion joints, and drains are likely targets for preventive maintenance. Standing water must be avoided at all costs since it damages building materials and can lead to mold concerns that affect indoor air quality. Public Address Systems and Intercoms - These communications tools are vital to the management of school buildings and, in an emergency, the safety of building occupants. Public address (PA) systems must be connected to the emergency power system to ensure uninterrupted communications in the event of a power failure. Public address systems and intercoms should be tested on a daily basis during the broadcast of a school's morning announcements. If broadcast systems fail to perform properly, they must be repaired immediately. Roof Repairs - Roofs should be included in a preventive maintenance program and inspected on a regular schedule. The key to maintaining good roofs is the timely removal of water from the surface and substructure of the roof. Thus, all leaks and damaged tiles must be repaired as soon as possible to prevent water damage and mold growth. On composition built-up roofs, hot tar is the only appropriate repair method. Single-ply and modified roofs should be repaired in accordance with the manufacturer's instructions. Staff should read carefully all warranties issued with new roofs to ensure that required maintenance is conducted according to specification so as to avoid invalidating the warranty protections. For example, failing to inspect or repair a roof on an annual basis (and document such efforts) may be considered justification for a manufacturer invalidating a warranty. The facility manager must verify the annual assessment of each roof within the district, recording the date of installation, type of roof, type and thickness of insulation, type of drainage, and type and frequency of repair work. Detailed drawings or photographs that show the location of repairs should be maintained, as should contact information for the installing contractor. This information is extremely important in the event of a major roofing problem or an insurance or warranty claim. Whatever type of roof is selected, it should be installed by a reputable (and bonded) roofer and should include a non-prorated warranty. For more information about roof repairs, visit the National Clearinghouse for Educational Facilities' Roof Repair Page at http://www.edfacilities.org/rl/roof_maintenance.cfm, which provides list of links, books, and journal articles discussing maximizing the life cycle performance of school roofs, as well as roof inspection strategies, scheduling, documentation, and repair resources. Water Softeners - Water softeners are often used in hot water lines in those regions of the country where the water has a high concentrate of calcium. Water softeners remove the calcium from the water, which prolongs the life of dishwashers and other kitchen equipment.
| Schools are subject to federal regulations, state law, local law, district policy and, hopefully, good, old-fashioned common sense. While these guidelines cite relevant federal regulations they cannot fully describe the wide range of individual state, local, and district-level regulations, many of which vary considerably between jurisdictions. For more information about federal and state regulations, visit the U.S. Environmental Protection Agency's Links to EPA Regional Office and State Environmental Departments web page at http://www.epa.gov/epapages/statelocal/envrolst.htm. |
Level 1 cleaning results in a "spotless" building, as might normally be found in a hospital environment or corporate suite. At this level, a custodian with proper supplies and tools can clean approximately 10,000 to 11,000 square feet in an 8-hour period. Level 2 cleaning is the uppermost standard for most school cleaning, and is generally reserved for restrooms, special education areas, kindergarten areas, or food service areas. A custodian can clean approximately 18,000 to 20,000 square feet in an 8-hour shift. Level 3 cleaning is the norm for most school facilities. It is acceptable to most stakeholders and does not pose any health issues. A custodian can clean approximately 28,000 to 31,000 square feet in 8 hours. Level 4 cleaning is not normally acceptable in a school environment. Classrooms would be cleaned every other day, carpets would be vacuumed every third day, and dusting would occur once a month. At this level, a custodian can clean 45,000 to 50,000 square feet in 8 hours. Level 5 cleaning can very rapidly lead to an unhealthy situation. Trash cans might be emptied and carpets vacuumed on a weekly basis. One custodian can clean 85,000 to 90,000 square feet in an 8-hour period.
